Staff Publications

Permanent URI for this collectionhttps://umispace.umi.ac.ug/handle/20.500.12305/333

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Academics’ perceptions of good teaching: Assessing the degree of parity with student evaluation of teaching questionnaires
(Africa Education Review, 2018) Nabaho, Lazarus; Oonyu, Joseph; Aguti, Jessica N.
There is a dearth of studies on academics’ perceptions of good teaching in transitional economies such as Uganda and the degree of parity between academics’ conceptions of good teaching and the items in the student evaluation of teaching (SET) questionnaires. Against this backdrop, the article reports on a study that explored how academics at Makerere University, Uganda, perceive good teaching and compared the resultant perceptions with the items in the SET questionnaires. The study employed a qualitative approach and data was collected by using semi-structured interviews and reviewing documents. Thematic analysis was employed to analyse the data from the interviews while the data from the documents was analysed using content analysis. The findings showed that academics perceive good teaching as: being knowledgeable; being student-centred; demonstrating good communication skills; undertaking research-based teaching; demonstrating professionalism; being approachable; and being organised. Finally, the findings demonstrated a convergence between academics’ perceptions of good teaching and most of the items in the SET questionnaires
Adopting new approaches for public procurement efficiency: critical success factors (CSFs) for the implementation of e-procurement in Uganda’s public sector
(International Journal of Procurement Management, 2012) Basheka, Benon; Oluka, Pross N.; Mugurusi, Godfrey
In the public sector, the issue of efficiency and effectiveness (value for money) is now a key governance agenda. Electronic procurement has become prominent in the language and strategy of the public sector effectiveness in both developed and developing countries. E-procurement is currently one of the key topics in the e-government arena; many organisations need advice and guidance about proceeding with this new approach. In this paper, we examine the critical success factors (CSFs) for implementation of e-procurement technologies in Uganda’s public sector context. The findings of this study confirm that in Uganda’s context, the major CSFs for e-procurement include: 1 careful involvement of suppliers 2 systematic risk management approaches 3 systematic redesign of organisational processes 4 use of experienced consultants 5 careful selection of software providers. We suggest policy and managerial implications in the adoption of e-procurement.
Battling Academic Corruption in Higher Education: Does External Quality Assurance Offer a Ray of Hope
(Higher Learning Research Communications, 2019-06-17) Nabaho, Lazarus; Turyasingura, Wilberforce
The post-1980s changes in the global higher education landscape have triggered a burgeoning of incidents of academic corruption in higher education institutions. Since 2000, the discourse on how to combat academic corruption has gained traction in higher education and quality assurance is advanced as one of the strategies for fighting corruption in higher education. In 2016, the United Nations Educational, Scientific, and Cultural Organization (and the Council for Higher Education Accreditation) issued a “wakeup call” to quality assurance systems to take up a leading role in the battle against academic corruption in view of the massive societal risks associated with the vice. However, there is a dearth of empirical and conceptual studies on how the quality assurance systems, in general, and external quality assurance systems, in particular, can take up a leading role in the crusade against academic corruption. This conceptual article, using the crime– punishment model as an analytical lens, discusses how the national quality assurance agencies (and systems) can exercise the leadership role in combating academic corruption. The article advances the setting of academic integrity standards, institutional and program accreditation, accreditation of academic journals, sharing information and promoting whistleblowing, monitoring of institutions, applying sanctions, and ranking of higher education institutions on the basis of integrity indicators as options that are available to quality assurance agencies to exercise their leadership role in combating academic corruption. These approaches are likely to create both incentives and disincentives for the higher education institutions and staff in connection with engaging in academic corruption. Nevertheless, the article takes cognizance of the idea that external quality assurance is necessary but not sufficient in combating corruption at the academy level.
Co-teaching and co-research in contexts of inequality
(Vernon Press, 2023-05) Shangase, Phindile Zifikile; Gachago, Daniela; Ivala, Eunice Ndeto
There has been a recent surge of interest in the concept of co-teaching across institutions of HE, globally and locally, as a response to limited international mobility due to COVID-19. Traditionally, co-teaching emerged in fields such as teacher education, where pre-service teachers had to practice team teaching as part of their postgraduate training (Guise et al., 2017). More recently, coteaching has been introduced as a response to the massification of access to HE (Morelock et al., 2017), but also in the context of internationalisation and globalisation. For this book, however, we use a broader definition of coteaching (and co-research) following Murphy and Martin (2015), who see coteaching as “two or more teachers teaching together, sharing responsibility for meeting the learning needs of students, and, at the same time, learning from each other” (emphasis added). We see co-teaching and co-research as teaching and research that connects educators and learners across different institutions and different contexts, be it across South Africa, Africa or the world. We very deliberately linked co-teaching and co-research to the term ‘networked learning’, following the Networked Learning Editorial Collective’s (2021) emphasis on relationships and collaboration rather than technology and foregrounding our strong commitment to social justice.
Collegial cooperation turns toxic: Its depth and breadth: What are the implications for higher education institutions (HEIs)?
(Journal of Educational Research and Reviews, 2021-02) Kaguhangire-Barifaijo, Maria; Nkata L., James
Collegiality has been glorified as the strongest governance pillar for higher education institutions, especially in promoting independence of thought, impartial decisions on leadership, mutual respect, and providing peer support. However, the recent corporate culture recently adopted by Higher Education Institutions (HEIs) and a system that rewards individual accomplishments, together with decreased state funding had steadily weakened the collegial philosophy, while toxicity takes the center stage - thereby threatening unity, harmony and institutional visibility. As a result, institutions have turned toxic. Unfortunately, although easily identifiable, toxicity is a difficult phenomenon to deal with, especially in dynamic academia environment, performance-based pay and personal traits notwithstanding. The paper concludes that the lack of conclusive empirical research to establish the depth and breadth of toxicity has made it difficult for personnel to make defensible decisions. The paper recommends that institutions should prioritize institutional inquiry in order to address work related behavior – among others to negate unacceptable behavior that have persistently harmed individuals as well as the institutions. Finally, institutions should make collegiality part of all “Personnel decisions” that clearly stipulate flawless indicators and measures of toxic behavior, in order to enhance collegial, civil and harmonious work environment that promotes staff engagement, productivity and institutional stability.
A comparative analysis of quality of health care delivered in low and high task shifting environments in Uganda: Implications for policy.
(Journal of Human Resource Management, 2020-01-08) Kanyesigye Rullonga, Monicah; Kaguhangire-Barifaijo, Maria; Bayat, Mohamed Sayeed
With the increasing global health workers shortage, developing countries like Uganda are embracing task shifting as a form of availing health care amidst the growing population and increasing disease burden. This study examined the quality of healthcare delivered under task shifting in low and high task shifting environments from patients’ perspective in Kalangala and Bukomansimbi Districts respectively. An exploratory design was employed with both qualitative and quantitative approaches guided by Banduras theories of social learning and social cognitive. Bivariate analysis was carried out through cross-tabulations on associations between task shifting and quality of healthcare indicators to generate chi-square and p-values. Quality of care was assessed as generally good but much better in high task shifting environments because of the availability of simulations, supervision and mentorship programs which facilitate the health workers to learn even when they possess lower qualifications. The study asserts that good quality healthcare can be provided by virtually any person who is conditioned through training, supervision and mentoring. This has a huge implication for Human Resource for Health (HRH) planning, forecasting and development in the epoch of healthy worker shortage. The study designed and recommended a task shifting model that would facilitate the development of policy framework for task shifting implementation.
Contract Management and Performance of Road Maintenance Projects: The Case of Arua Municipality
(Universal Journal of Management, 2016) Aluonzi, Godfrey; Oluka N., Pross; Nduhura, Alex;
This purpose of this study was to establish the relationship between contract management and performance of road maintenance projects in Arua Municipality. A cross-sectional survey design was used, with data collected from a sample of 102 respondents using questionnaire survey and interviews. The study found a significant relationship between contract administration, relationship management and contract closure and performance of the maintenance projects. We conclude that improved payment mechanism, controlled contract variations, improved communication channels and dispute management improve project performance. The study recommends that the government of Uganda should increase the budget for road works; internal audit function be strengthened, contract management meetings be regularly held and contract specifications clearly articulated and adhered to; and technical staff should be trained in contract management and stringent performance measures provided as controls to adequately punish errant officials. These findings offer a useful foundation in the road sector for policy and practical improvement in Uganda.
The Dangerous Boda Boda Transport Mode: Mitigating an Impending War on the Roads in a Transforming City? Case of Kampala City
(Journal of Logistics Management, 2019) Wanume, Paul; Nduhura, Alex; Mugerwa, Benedict; Bagambe, Henry; Ninsiima, Jemimah
This paper investigates the tyranny of motorbike (boda-boda) socio-economic costs associated with commercial motorbike accidents in a city setting and provides strategies to reduce the negative effect of such transport mode. Existing research has focused on social economic costs with vehicles automobile related accidents leaving silent but impactful broader indirect costs and strategies for managing boda-boda in the city undebated and in limbo. The study borrows from the view that cities and their streets are for everyone. City dwellers no matter the economic and social status must have an opportunity to enjoy life in cities. Based on a cross-sectional survey and documents analysis, this paper concludes that the costs of boda-boda accidents is alarming and may be silently impacting on economic growth and prosperity of city dwellers especially the bottom of the pyramid. The outcome of the study point to the need to continuously review such costs and institute mitigants to reduce boda-boda fatalities and injuries through various interventions but more importantly underpins the need to establish the true delivered of boda-boda accidents to their victims. The study findings are relevant since they provide an assessment of not only economic but social costs associated with motorbike accidents. The study provides strategies that are informed by empirical and secondary evidence in Uganda’s context and from international experiences. These are necessary for Uganda that seeks to create 9 cities and other countries are envision not at transforming their cities into smart cities but transiting existing municipal authorities into cities and gradually into smart cities.
Differentiation of higher education institutions in Uganda and their philosophies: Is it diversion or inclusion?
(Journal of Educational Research and Reviews, 2021-09) Kaguhangire-Barifaijo, Maria; Sessanga, Karim; Bakibinga-Sajjabi, Florence; Oryema, Dan E.
This article discusses university diversions from their original purposes in order to achieve economic independence and sustainability. While these institutions are social systems that reconcile contradictory functions, they have long relied on marketing and branding to attract quality students, funding, and partnerships, in order to endure differentiation. Nonetheless, the majority of institutions have diverted from their original purpose, while others are struggling to distinguish themselves as unique; still others are unable to define their purpose, identify their culture, and also fail to align their inputs with their outcomes. In effect, those institutions that have attempted to uphold differentiation have simply duplicated what already exists in other institutions, albeit with different visions and mission statements. Nonetheless, while the lost differential was initially perceived as a disadvantage, it has proven to be a boon in terms of inclusiveness. The article concludes that the skills’ gaps in the areas of science and technology, as well as the drive to achieve social economic development through regional balance, resulted in the establishment of additional scienceoriented public universities, but with inadequate funding, which necessitated the inclusion of more marketable programs to supplement government funding. The article recommends that, the government should always conduct situational analyses, assess needs, and devise financial mobilization strategies in order for Ugandan universities to maintain their philosophies.
Does the Office of the Prime Minister in Uganda conduct Gender Responsive Evaluations?
(African Journal of Governance and Development, 2018-12) Namara, Rose
Gender equality and women’s empowerment are possible when development programmes and policies confront unfair power relationships between men and women. Monitoring and evaluation are tools that can enhance gender responsiveness and/or conceal gender inequalities. This paper analyzed whether the 2016 process evaluation of the Universal Primary Education programme (UPE) undertake by the Office of the Prime Minister (OPM) was gender responsive. The critical review of the evaluation report shows that OPM did not set out to undertake a gender-responsive evaluation through the UPE programme by design was gender responsive. This enabled a generic evaluation to highlight findings on some gender indicators embedded in the programme, though the report was silent on other issues like; early pregnancy, absenteeism and school drop out for girls due to gender roles and cultural beliefs. The evaluation used a generic evaluation methodology, the objectives did not require a gender-responsive study, there was no requirement of a gender-responsive evaluation team and the design did not specify that some of data sources include women and other vulnerable groups. The evaluation process was not necessarily taken to be a social change process for enhancing learning and empowerment of stakeholders. Therefore the evaluation methodology was gender blind, save for the seemingly gender responsive programme that enabled the evaluation to capture and report on some gender-specific indicators. To enhance gender responsive evaluations, the OPM needs deliberate attention to gender and equity in its evaluation methodology.
Does the Office of the Prime Minister in Uganda conduct Gender Responsive Evaluations?
(African Journal of Governance and Development, 2018-12) Namara, Rose
Gender equality and women’s empowerment are possible when development programmes and policies confront unfair power relationships between men and women. Monitoring and evaluation are tools that can enhance gender responsiveness and/or conceal gender inequalities. This paper analyzed whether the 2016 process evaluation of the Universal Primary Education programme (UPE) undertake by Office of the Prime Minister (OPM) was gender responsive. The critical review of the evaluation report show that OPM did not set out to undertake a gender responsive evaluation though the UPE programme by design was gender responsive. This enabled a generic evaluation to highlight findings on some gender indicators embedded in the programme, though the report was silent on other issues like; early pregnancy, absenteeism and school drop out for girls due to gender roles and cultural beliefs. The evaluation used a generic evaluation methodology, the objectives did not require a gender responsive study, there was no requirement of a gender responsive evaluation team and the design did not specify that some of data sources include women and other vulnerable groups. The evaluation process was not necessarily taken to be a social change process for enhancing learning and empowerment of stakeholders. Therefore the evaluation methodology was gender blind, save for the seemingly gender responsive programme that enabled the evaluation to capture and report on some gender specific indicators. To enhance gender responsive evaluations, the OPM needs a deliberate attention to gender and equity in its evaluation methodology
Driving up standards: civil service management and decentralization: Case study of Uganda
(Commonwealth Journal of Local Governance, 2012-12) Nabaho, Lazarus
There is a consensus that decentralization by devolution leads to improved service delivery, but debate on the appropriate type of personnel arrangements for delivering decentralized services is far from over. Put differently, the discourse on whether civil service management should be decentralized or devolved still rages on. Little wonder that countries which started off with decentralized civil service management models in the 1990s are currently centralizing some aspects of personnel management while others are having centralized and decentralized personnel arrangements operating side by side in sub-national governments. The paper argues that civil service management should be decentralized whenever a country chooses the path of decentralization by devolution. Using Uganda’s example, the paper highlights two major challenges of managing the civil service under separate personnel arrangements: civil service appointments devoid of merit, and the perennial failure to attract and retain qualified human resource. The paper presents proposals on how to ensure meritocracy in appointments and how to bolster attraction and retention of human capital in local governments.
Establishing the viability of an institution ethnography inquiry to diagnose university culture
(Journal of Educational Research and Reviews, 2021-05) Kaguhangire-Barifaijo, Maria; Nkata, James L.; Lwanga Namale K., Elizabeth
This article proposes an ‘institution ethnography inquiry’ to establish dominant university culture to unravel hidden censures which have led to a divisive, deceptive and uncivil culture that has disrupted the normative flow of common sense. An integrative synthesis and review summaries were adopted to guide the discussion. To discern the type of culture that exists in these universities, two objectives were adopted; (i) analyze emerging university culture and its implications, and (ii) assess the significance of an institutional ethnography inquiry in extricating emerging university culture. Attributes of governance, leadership and personal traits were found to be fundamental pointers to both existing and emerging university culture. As a requisite for the adoption of this inquiry, four (4) theories were identified, reviewed and synthesized. All the theories revealed that the proposed inquiry had potential benefits to expose new-fangled and unique culture that blemished the academia, as well as the intricacies that surround institutional politics, that have infiltrated academia. Hence, an ethnography inquiry should be embraced and promoted as a mode of inquiry for its latency to unravel dysfunctional culture and tackle such contentious topics. Nonetheless, ethnographers must undergo intensive training in ethnography subtleties to gain superior competencies
An evaluation of critical success factors in a multinational partnership
(Ugandan Journal of Management and Public Policy Studies, 2019-11) Nkata L., James; Holta, Seppo; Barifaijo-Kaguhangire, Maria
This paper discusses critical success factors in a partnership of educational institutions from different countries, institutions, cultures, and regulatory frameworks since 2007. The project was a partnership between Uganda, Ethiopia, and Finland to develop leadership and management capacity in Ugandan Universities. An “appreciative inquiry approach” was adopted to evaluate the project using partnering institutions, project leaders, and partnership documents. The paper describes the approach to the management of the project and discusses specific challenges and critical success factors that contributed to the project’s success. The evaluators’ major focus was on how partners gained consensus on key decisions. Practical examples and outputs from the project are highlighted to illustrate the project’s critical success factors. The discussion was guided by the Collaborative Leadership Theory advanced by David Chrislip and Carl Larson (1994) who proposed that a mutually beneficial relationship should work towards common goals by sharing responsibility, authority and accountability for achieving desired results, and that the collaboration does not only achieve “tangibles” but also intangibles such as the dignity that comes with the ability of individuals to start a new venture and see it to success. This evaluation found that the project’s success was attributed to partner institutions’ innovation, caution and collaboration with each assembling a competent team to detect and mitigate threats to their collaboration. The study concluded that the project’s critical success factors were; emotional intelligence of the project leaders and participants, involvement of key stakeholders, honesty and equal participation. For any partnership to succeed, leadership demands a structure that enables all levels within each institution to contribute to the partnership objectives, and respect each other, because each comes with peculiar expertise, skills and attributes. Inevitable shortcomings in every project notwithstanding, partners successfully navigated the different cultures, security issues, legal and political environment, economic factors and infrastructure limitations.
An exploration of the ‘African (Union Commission’s) perspective’ of quality and quality assurance in higher education: Latent voices in the African Quality Rating Mechanism (AQRM)
(Tuning Journal for Higher Education, 2019-04-19) Nabaho, Lazarus; Turyasingura, Wilberforce
Quality assurance of African higher education is at the top of the region’s development agenda. Prompted by the imperative to enhance the quality of higher education, the Africa Union Commission is implementing the African Quality Rating Mechanism (AQRM). The AQRM is a continental tool that affords higher education institutions an opportunity to conduct self-assessment and compare their performance against similar institutions based on a set of common criteria. The mechanism is envisaged to engender institutional cultures of quality and enhance the quality of African higher education. However, a dearth of knowledge exists about the latent notions of quality in higher education that the AQRM aims to assure and the implicit institutional-level quality assurance practices in the AQRM. Therefore, this interpretivist article, based on a review of the AQRM survey questionnaire, answered the following research question: What notions of quality in higher education and the institutional-level quality assurance practices are inherent in the quality standards of the AQRM survey questionnaire? The findings revealed that quality as fitness for purpose and exceptional are the notions of quality in higher education in the AQRM. Nevertheless, fitness for purpose is the dominant notion of quality and this symbolises an imperative to re-direct higher education to serve social and economic ends. Distinguished (excellent) teacher awards, applied research excellence awards, staff professional development, tracer studies, external examination, and the involvement of key external stakeholders in programme development are the latent institutional-level quality assurance practices in the AQRM. These quality assurance practices are in sync with the notions of quality and aim at bridging the gap between the academy and the labour market. Methodologically, the AQRM survey questionnaire is devoid of benchmarks to inform the rating, and quality assurance practices such as student evaluation of teaching, peer observation of teaching and moderation of examination items are unnoticeable in the survey questionnaire.
Food insecurity as a supply chain problem. Evidence and lessons from the production and supply of bananas in Uganda
(Scientiﬁc African journal homepage: www.elsevier.com/locate/sciaf, 2019-04-29) Ssennoga, Francis; Mugurusi, Godfrey; Oluka, Pros Nagitta
Despite agriculture being the main economic activity in Uganda, increasing food prices within the country point to the growing challenge of food insecurity. In 2016, food short age was reported in some parts of Uganda (mainly in Karamoja sub-region and parts of Serere) and government resorted to temporary relief distribution of food from other re gions of the country. The acute food shortage in one part of the country while another part, a few hundred kilometers away, has excess farm output calls into question the eﬃ ciency of the supply chain of some agro-commodities. This research attempts to examine the challenges faced in the production and supply of bananas in Uganda and how the supply chain perspective can help us address these challenges better. We juxtapose the supply chain approach against the value chain per spective and argue that the supply chain perspective offers a much deeper understanding of market-based challenges, which affect livelihoods of smallholders who often sell their products at rock-bottom prices. A cross sectional survey of various banana production and consumptions points in Uganda was conducted. The ﬁndings show that losses in the supply chain accounted for about 29% of banana production –a ﬁgure slightly lower than that 40% previously reported in the literature. In addition, the farmers did not beneﬁt from increased food prices due to inadequate market information at their disposal despite banana value chains having re cently received signiﬁcant development attention. We also found that infrastructural bot tlenecks and limited collaboration and coordination among smallholders heavily affected the supply of bananas in the country. This is arguably a key factor that strongly explains the food insecurity problem in Uganda. We conclude that the ﬁndings point to a different problem, which is that of a dysfunctional supply chain structure of bananas from the rural areas to urban centres in Kampala.
Good teaching: Aligning student and administrator perceptions and expectations
(Higher Learning Research Communications, 2017-06) Nabaho, Lazarus; Oonyu, Joseph; Aguti, Jessica N.
Extant literature attests to limited systematic inquiry into students’ perceptions of good teaching in higher education. Consequently, there have been calls for engaging students in construing what makes good university teaching. This interpretivist study investigated final year undergraduate students’ perceptions of good teaching at Makerere University in Uganda. Results suggested that students conceived good teachers as being student centered, demonstrating strong subject and pedagogical knowledge, being approachable, being responsive, being organized, and being able to communicate well. Most perceptions of good teaching by students depend on what the teacher does (the means) rather than affording high quality student learning (an end). The findings further demonstrate a troubling gap between students’ perceptions of good teaching and the items in the university’s student evaluation of teaching. We recommend ensuring congruence between perceptions of good teaching by the students and the items listed in Makerere University’s student evaluation of teaching.
Health remedy fallacies strike social media: what is the role of development education?
(African Journal of Governance and Development, 2019-12) Kaguhangire-Barifaijo, Maria; Kibazo, Peter
The advent of social media has resulted in unequalled excitement but also risks, especially when postings are health-related and not supported by scientific evidence. Unfortunately, the majority of social media users tend to embrace and utilise every health remedy (alternative medicines) posted on social media without questioning their authenticity or even the authors’ credibility, since these ‘information creators’ never display their addresses of even their identities, but the users proceed to ‘ingest’ these remedies. The paper further discusses why social media users become receptive and passive to unsubstantiated information, thereby threatening their health. The authors adopted ‘The Uses and Gratifications Theory’ and ‘The Theory of Social Media Interaction’ to explain the increased fallacies appearing on social media, while the masses continue to be duped. Through an interactive approach, most users, although educated, were found to get excited the first time they landed on ‘useful information’ that hinders most of them from applying logic and critical thinking skills, which presumably, ‘development education’ should ably address at every level of education. Secondly, the power and popular appeal of social media, which quickly convinces and sways users, has affected their questioning stance. The paper thus concludes that people respond differently when it comes to health matters and this impacts their ability to critically analyse health related information. Further, medical professionals do not participate in fallacious arguments on social media is that (1) they make assumptions that the users are logical enough, and will only use such remedies after consulting with physicians and perhaps doing some research, and (2), their medical professional ethics do not allow them to publicly discuss unfounded claims related to medicine.
Higher education-community partnership: Extricating value addition with specific reference to student internship
(Kampala International University Research Journal (KIURJ), 2017-07) Kaguhangire-Barifaijo, Maria
The paper discusses higher education-community partnerships, such as students’ internships and research that are often intended to promote quality, relevance, skills’ enrichment and socio-economic development. The paper assesses the management and value addition of students’ internships and higher education-community research partnerships. It critiques; the planning, organization, implementation, monitoring and assessment of students’ internship activities. The functionality and levels of participation in higher education community research is also analysed. Horkheimer (1982)’s Critical Theory was adopted to explain the relationship between higher education institutions (HEIs) and the community in which they reside. It is concluded that the power relations between the community and HEIs are lopsided. It is recommended that HEIs engage the community in a more meaningful and equitable fashion.
Human resource management in local governments: An analysis of recruitment and selection practices in Uganda
(The Journal of African & Asian Local Government Studies, 2013) Nabaho, Lazarus; Kiiza, Alfred
The transfer of staff hiring and firing decisions from the central government to the district local governments through the District Service Commissions (DSCs) is considered to be one of the cornerstones of the Ugandan decentralization reforms. Architects of Uganda's decentralization policy opted for a separate personnel system because it increases responsiveness, enhances accountability of civil servants to elected leaders, and overcomes the challenge of dual allegiance by civil servants to central and local government masters. However, the decentralization of civil service management has come along with unintended or perverse effects. One such effect is sacrificing merit by the DSCs during recruitment and selection processes. In this paper, we argue that the legal framework for appointing the DSC and the defacto local eligibility criteria for appointment to the DSC; the size and ethnic composition of district local governments; and the tendency to associate districts with employment for indigenous are some of the key obstacles to merit-based recruitment and selection in local governments in Uganda.

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